Integrating a LSP Dictionary via Mobile Integrating aAssisted LSP Dictionary Language via MobileLearning Assisted in a Language LearningMultilingual in a Multilingual University University Setting Setting MicheleMichele F. F. van van der der MerweMerwe Stellenbosch University e-mail: [email protected] Abstract Mobile technologies have become worldwide phenomena, opening up new opportunities for language teaching and learning. A literature study on Mobile Assisted Language Learning as well as user research on digital dictionaries is presented. A LSP dictionary on a mobile phone is described, with reference to the aims, structure and functions, as well as the target group of the dictionary. The integration of the LSP dictionary in a multilingual lecture hall is explored, with regard to the structure and functions of the dictionary. A LSP dictionary, called MobiLex was compiled by academic specialists in the faculty of Education for pedagogical purposes at the University of Stellenbosch. The aim of the article is to demonstrate how the dictionary could be introduced into lecture halls at university. MobiLex is trilingual and fits within the university’s framework of multilingualism. Afrikaans and English are used as languages of teaching and learning (LOTL) within the university, with the focus on the development of isiXhosa as academic language. A task-based activity for Social Sciences was designed with regard to the dictionary functions of MobiLex. Keywords: user research; mobile dictionaries; LSP dictionary; multilingualism 1. Introduction Mobile technologies have become an ever-increasing presence on university campuses. Students with their heads buried in smartphone screens are an everyday sight. Walking down the street, in university buildings and libraries, even in lecture halls, smartphones are their constant companions. Having grown up with the internet, computers, instant messaging, video games and mobile phones, the “millenial generation”, has a very different view of information access than their parents and grandparents (Prensky, 2001). Rather than “going to get” needed information, the 18-25 year olds are accustomed to instant information access. Their expectation is to have their information needs and wants answered immediately (Oblinger and Oblinger, 2005). As opposed to other types of computers, smartphones only require one hand to operate and therefore have an immediacy of use that other minicomputers, such as tablets yet have to attain. The possibilities of using mobile devices for learning are endless. Mobile learning or learning with mobile devices (Kukulska-Hulme and Traxler, 2005), is an expanding field of research and practice, increasingly shaped by rapid technological and socio-cultural change that is at odds with the more leisurely pace of evolving pedagogy, especially the formal pedagogy within higher education. Lecturers and lexicographers have to take cognizance of technological developments, with regard to mobile dictionaries as well as new possibilities of language teaching and learning opening up. Studies on dictionary use have been gaining ground over the last three decades, but while dictionary use has moved dynamically into the digital medium, user research on digital dictionaries has been somewhat slow (Lew, 2015: 1). Universities all over the world are changing from monolingual to bilingual or multilingual education and it could be worthwhile to research the role of mobile dictionaries in a multilingual environment. The integration of a LSP dictionary on a mobile phone in teaching and learning is 212 1 / 11 Integrating a LSP Dictionary via Mobile described. The paper is structured as follows: in Section 2 a literature review on Mobile Assisted Language Learning as well as user research on digital dictionaries within the framework of Multilingualism is presented, in Section 3 the research question is introduced, in Section 4 a LSP dictionary on a mobile phone is described, with reference to the structure and functions of the dictionary and in Section 5 the integration of the LSP dictionary in a multilingual lecture hall is explored. The aim of this paper is to design a task where a dictionary on a smartphone could be integrated in teaching a multilingual class to ensure that a dictionary designed for a specific target user is used in an integrated way. This paper draws insights from well-known lexicographical theories such as Wiegand’s General Theory of Lexicography (1984), as well as the Theory of Lexicographical functions (Tarp: 2007,2008.). It refers to established lexicographical terms such as user perspective, user situations, user needs, as well as dictionary functions. Theories of language learning are also involved, such as behaviourist and constructivist learning, as well as the notion of multilingualism. 2. Mobile Assisted Language Learning Mobile Assisted Language Learning (MALL) is increasing rapidly and is employed all over the world as technology is advancing. In one sense, mobility has been long part of learning, in that learning usually takes part in more than one location. However, mobile learning had gradually become imbued with multiple meanings, some emphasizing the physical mobility of learners; some focusing on the affordances of mobile technology; some emphasizing connections between contexts and settings; and some noting the primacy of access to digital resources. The use of mobile phones has increased dramatically and nowadays most university students are equipped with a mobile phone. The number of smartphones has increased since the mass introduction of smartphones in 2007 by Apple Inc. In 2013 the number of smartphone users all over the world was 1,31 billion, in 2014 it was 1,64 billion and it is predicted to exceed 2 billion by 2016 (www.emarketer.com). Teenager-adults, aged between 16 and 24 are the group with the highest rate of using smartphones, namely 88% (www.zeendo.com). In South Africa most university students are equipped with mobile phones and it is estimated that smartphones would make out 30% of all connected devices in South Africa in 2019 (Fin24). As the number of smartphone and tablet users increases worldwide, mobile technologies have the potential to be used in a multitude of pedagogical and other contexts in higher education. The use of portable technologies makes it easier for students to study whenever and wherever they want. One category of technology to be used (Patten, Sanchez and Tagney, 2006) is that of referential works such as dictionaries, e-books and office applications. According to Kukulska-Hulme and Traxler (2005) when designing content for MALL, it could include a variety of different contents. The interactivity afforded by mobile technologies creates a teaching and learning environment more suited for a constructivist approach where the device is a tool for information and direction. Contents are specified with the author’s reference to an online LSP dictionary application of the Faculty of Education at the University of Stellenbosch, called MobiLex. MobiLex is a trilingual dictionary, featuring the languages Afrikaans, isiXhosa and English. The following aspects are important to consider: Learner-centred content: if students are expected to construct some of the content as part of their learning, this can be done in various locations and mobile devices can facilitate it. It is personal and specific to context, and usually to time and place. For example, when a lecturer mentions a term in class in the language of teaching and learning (Afrikaans or English) which a student does not understand, the student could make use of the MobiLex dictionary to translate the term. In such a case an isiXhosa student could look up the isiXhosa 213 2 / 11 Proceedings of the XVII EURALEX International Congress translation of an English or Afrikaans term used in class. The definition of the term in isiXhosa could elucidate the concept to the student. Personalized content: students can receive, assemble, share and carry around personally useful and appropriate resources. For example, when the Curriculum Studies lecturer instructs the class to draw up a lesson plan and a student is unsure of the content of such a plan, a description of the lesson plan could be found in MobiLex. Updated content: updates may be more easily delivered to mobile devices when students are highly mobile and would not regularly access a desktop computer. MobiLex is a web-based application and could be updated frequently as new terms are added to the dictionary. Timed or scheduled content: students can engage with content frequently, repetitively or periodically using a mobile device without overhead or inconvenience, for example looking up a difficult term during studying for a test or working on an assignment. Prioritized content: some content can be made available on mobile devices in such a way as to prioritize it over other content; this may be a useful deliberate teaching strategy. If a student for example is a frequent user of MobiLex, it would appear in search history of the smartphone and it would be easy to access it whenever needed. Flexible content: students may appreciate having the option of mobile access to learning material and resources, as an alternative to desktop content. MobiLex is always available, during class, for group discussions or when otherwise needed. According to Naismith, Lonsdale, Vavoula and Sharples (2004) mobile technologies can be used in the design of six different types of learning, or categories of activity: Behaviourist